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Although educators in the field of kinesiology implement online education in various forms, online education rarely receives attention in literature. The purpose of this study is to explore online courses in the subject matter of kinesiology through the community of inquiry framework. This mixed-method study adopted a multiple case study approach collecting data using survey, learning management system analysis, and semi-structured interviews. The analysis of the quantitative and qualitative data revealed that instructors shared high intentions toward the implementation of teaching and cognitive presences. The online instructors expressed much lower levels of intentions to support the social presence. The authors suggest online instructors be mindful of students' engagement that is bound to the interplay of different types of learning activities. This study is expected to serve as a meaningful contribution to the understanding of the status of online teaching and learning in the field of kinesiology. [ABSTRACT FROM AUTHOR]

The internationalization of higher education increasingly involves ‘Internationalization at a Distance’ (IaD), a modality that alters how students engage with learning communities across geographical and cultural divides. Despite its growing prevalence, the complexity of fostering student engagement in transnational settings remains underexplored. This study investigates the application of the Community of Inquiry (CoI) framework—comprising teaching, cognitive and social presence—within a transnational Master of Education programme delivered jointly by an Australian university and a Chinese educational institute. Findings reveal significant challenges in achieving robust CoI elements due to geographical separation and cultural disparities, which undermine effective engagement. In response, students developed Collaborative Cell Groups, informal, peer‐led communities that enhance engagement by localizing knowledge, fostering social cohesion and supplementing teaching presence. These groups illustrate both the potential and limitations of informal peer support within formal learning structures. By critically examining the interplay between formal and informal learning communities, this study offers new insights into optimizing engagement in cross‐cultural distance education. Practitioner notes What is already known about this topic? The Community of Inquiry (CoI) framework has been widely recognized for structuring online learning environments by fostering cognitive, social and teaching presence to support meaningful learning experiences. Prior research has primarily examined the application of the CoI framework in domestic online education settings, with limited exploration of its effectiveness and challenges in cross‐cultural or transnational contexts like Internationalization at a Distance (IaD). Existing studies suggest that while the CoI framework can provide a structured approach to enhancing engagement, its ability to fully support student participation may be hindered by factors, such as geographical separation and cultural disparities. What this paper adds This study highlights the limitations of the CoI framework in fully supporting student engagement within IaD settings. Specifically, it demonstrates how cultural and geographical divides between students and instructors can hinder the effective establishment of teaching, cognitive and social presence. To address these challenges, the paper introduces the concept of Collaborative Cell Groups (CCGs)—informal, peer‐led communities strategically designed to enhance engagement. By localizing knowledge, fostering culturally responsive peer support, and bridging social and cognitive divides, CCGs complement and extend the CoI framework. Unlike general social media‐based interactions, CCGs operate with a structured intent to overcome the unique barriers faced in transnational and cross‐cultural educational contexts. Implications for practice and/or policy Educational institutions should consider facilitating the formation of peer‐led informal learning groups to support student engagement and learning outcomes in transnational education programmes. Policies should emphasize the need for culturally adaptive learning frameworks that integrate both formal instructional guidance and informal peer collaboration to overcome the challenges of geographically and culturally dispersed learning environments. What is already known about this topic? The Community of Inquiry (CoI) framework has been widely recognized for structuring online learning environments by fostering cognitive, social and teaching presence to support meaningful learning experiences. Prior research has primarily examined the application of the CoI framework in domestic online education settings, with limited exploration of its effectiveness and challenges in cross‐cultural or transnational contexts like Internationalization at a Distance (IaD). Existing studies suggest that while the CoI framework can provide a structured approach to enhancing engagement, its ability to fully support student participation may be hindered by factors, such as geographical separation and cultural disparities. What this paper adds This study highlights the limitations of the CoI framework in fully supporting student engagement within IaD settings. Specifically, it demonstrates how cultural and geographical divides between students and instructors can hinder the effective establishment of teaching, cognitive and social presence. To address these challenges, the paper introduces the concept of Collaborative Cell Groups (CCGs)—informal, peer‐led communities strategically designed to enhance engagement. By localizing knowledge, fostering culturally responsive peer support, and bridging social and cognitive divides, CCGs complement and extend the CoI framework. Unlike general social media‐based interactions, CCGs operate with a structured intent to overcome the unique barriers faced in transnational and cross‐cultural educational contexts. Implications for practice and/or policy Educational institutions should consider facilitating the formation of peer‐led informal learning groups to support student engagement and learning outcomes in transnational education programmes. Policies should emphasize the need for culturally adaptive learning frameworks that integrate both formal instructional guidance and informal peer collaboration to overcome the challenges of geographically and culturally dispersed learning environments. [ABSTRACT FROM AUTHOR]

The study aimed to analyze the influence of such factors, as cognitive engagement, learning strategies and social support on academic success and student satisfaction in online learning environments. Data were collected in a cross-sectional survey carried out in the Winter semester of 2023. Participants were 523 students recruited from universities located in Southern Italy, where the synchronous online learning modality was adopted. The questionnaires included self-reported measures assessing student satisfaction and academic achievement, social support (teacher and peer presence), and deep and shallow cognitive engagement, in an effort to collect data regarding the dynamics of online learning experiences with respect to the three interdependent presences of teaching, cognitive and social, as put forth by the Community of Inquiry (CoI) framework (Garrison et al., 2001). Descriptive analysis, bivariate associations, and regression analyses were applied to the data. Data showed different patterns of relationships between academic success and predictors. Deep cognitive engagement was positively associated with academic achievement but unrelated to satisfaction, whereas no significant associations emerged between shallow cognitive engagement, academic achievement, and satisfaction. Furthermore, social presence was found to be unrelated to students’ satisfaction, deep cognitive engagement, or shallow cognitive engagement. The findings of the current study provide professionals in the field of education with suggestions for synchronous online-based teaching about ways to plan a community learning space where teacher-student interactions as well as peer interactions are fostered. This more collaborative-constructivist perspective could improve students’ academic achievements. [ABSTRACT FROM AUTHOR]

Purpose: This paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning. Design/methodology/approach: A quantitative survey was used on a sample of (N = 626) enrolled postgraduate students in a South African Open Distance and e-Learning (ODeL) university. The measuring instruments were the CoI and the shared metacognitive surveys. Correlation and multiple regression analyses were used to determine the association and influence of self- and co-regulation on the CoI. Findings: The results indicated that self- and co-regulation related to the CoI (teaching, cognitive and social) presences. In addition, the results revealed that self- and co-regulation influence the CoI presences. Self-regulation had the highest influence on teaching and cognitive presence, while co-regulation influenced social presence. Research limitations/implications: The study's convenience sampling method from a single university limited the applicability of the findings to other online learning environments. Practical implications: Higher educational teachers who encourage student self- and co-regulation may enhance their online teaching, cognitive and social presence when studying online. The research's findings may be valuable to teachers to enable them to provide a more collaborative and interactive online learning environment and promote productive online communities. Originality/value: This study contributes to the body of knowledge about the relationship between teaching, social and cognitive presence and self- and co-regulation within the CoI framework. Furthermore, there has also been limited research focussing on the dynamics of shared metacognition within the CoI framework in an ODeL context. [ABSTRACT FROM AUTHOR]

AbstractThe community of inquiry framework examines the interplay between four kinds of presence (teaching, cognitive, social, and learner) to promote effective learning in online education. This paper investigates the impact of instructor participation (IP), a key component of teaching presence, on student discourse in discussion boards with automated grading. A content analysis of 1146 contributions on the Yellowdig discussion platform suggests that high IP enhances cognitive, social, and learner presence, but remains insufficient to deter the use of AI tools, such as ChatGPT. Overall, high IP adds considerable value by modeling desirable behaviors, encouraging effort, and promoting more thoughtful online student discourse. [ABSTRACT FROM AUTHOR]

During the COVID-19 quarantine, we conducted a field-setting pre/post-test randomized experiment (n = 115), creating a community using the social media application Instagram to enhance students' interactions with their peers and immediate physical environments in a large, introductory online course in environmental psychology. We used the framework of the community of inquiry (CoI) to explain the ecological effects of this project. After posting photos and interacting with others on Instagram weekly for 8 weeks, student participants reported a significantly greater social presence and cognitive presence. Furthermore, participants reported higher levels of course satisfaction and performed better on the preliminary exams than non-participants, but this does not seem attributable to the intervention itself. We discuss the issues of self-selection bias, attrition bias, and compliance bias in this study arguing that greater social presence increased the cognitive presence, as mediated by meaningful peer interactions. Our findings provide additional evidence on the value of using social media in educational settings on learning experiences and for building communities to connect students with their peers and physical environments. We also explore the implementation of a pedagogical approach to context-based learning via mobile technologies, and how the CoI framework can be used in evaluating online learning environments. [ABSTRACT FROM AUTHOR]

This research, students' technology acceptance, KSB, community of inquiry (CoI), and social interaction space situations were examined in collaborative learning where Zoom was used as a CSCL tool in computer programming courses, and the structural relationships between these variables were revealed. The research was carried out on 162 university students studying in the field of computer science education and taking computer programming courses through flipped learning. Within the scope of the research, the students were divided into CSCL groups of three and carried out collaborative learning. The study was carried out according to the correlational research method, and path analysis was performed. Research findings for the CSCL activities carried out in the Zoom environment has been determined that technology acceptance, KSB, CoI, and social interaction space are at a high level. According to the results of the research, it has been seen that the technology acceptance status of the students in the CSCL environment has a direct and high impact on the KSB, CoI, and social interaction space. In addition, it was found that the increase in students' social interaction space perceptions in the CSCL process has a direct effect on CoI. [ABSTRACT FROM AUTHOR]

The Community of Inquiry (CoI) framework has gained widespread recognition as a theoretical model for understanding student learning in online environments. Despite its prevalence, CoI has been critiqued for its limited emphasis on learners' proactive roles in self-regulating their own learning. To address this, researchers have suggested integrating self-regulated learning (SRL) into the CoI framework. This integration calls for empirical research to explore the relationship between SRL and the three established CoI presences: teaching, social, and cognitive. Using a person-centered approach, this study examines how varying SRL skills among 750 undergraduate students in an online introductory mathematics course are related to the three CoI components. Latent profile analyses identified five distinct SRL profiles: minimal regulators, low regulators with limited social skills, low regulators, moderate regulators, and competent regulators. We found that students in higher SRL profiles demonstrated higher perception of CoI, whereas those in relatively lower SRL profiles showed lower levels of perceived CoI. Our findings underscore the importance of incorporating self-regulation in the CoI framework for a more comprehensive understanding of online learning. [ABSTRACT FROM AUTHOR]

Introduction: In health education, group work is essential to prepare students for working in health care and medical teams. Following the widespread adoption of online teaching, group work increasingly takes place in online environments. Although successful group work can provide good learning outcomes, it is unclear what facilitates or hinders online group work in health science education, and to what extent this topic has been addressed. Thus, this scoping review aimed to identify the facilitators and barriers to online group work in higher health education, provide an overview of the scientific literature related to the topic, and identify knowledge gaps in the research. Methods: This scoping review was guided by the methodological framework described by Arksey and O'Malley, and reporting is in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Review (PRISMA-ScR). Eight online databases were searched for scientific articles published between 2012 and 2022. At least two researchers independently screened records and full-text articles and charted data including article characteristics and key information related to the research question. Findings were categorized and summarized based on the Community of Inquiry Framework. Results: After screening 3671 records and 466 full-text articles, 39 articles met the inclusion criteria. The review revealed smaller group size, consistency in group composition and joint responsibility to be facilitators. Challenges with group communication, scheduling synchronous meetings and technical issues were identified as barriers. Our findings supported the importance of all three elements of the Community of Inquiry Framework: social, cognitive, and teaching presence. Conclusion: This review provides an overview of facilitators and barriers to online group work in health science education. However, there is a need for further investigation of these factors and studies addressing this topic from the teachers' perspective. [ABSTRACT FROM AUTHOR]

Background: Effective teaching of university chemistry in an online environment not only requires teachers to have specific discipline content knowledge; it also requires them to have knowledge and skills in technology-enhanced teaching practices. When transitioning from traditional face-to-face teaching into online contexts, teachers must learn new strategies and methods, along with a shift in their beliefs. Whilst online learning of chemistry is commonplace in many higher education institutions globally, the integration of computer and digital technologies in teaching chemistry in developing countries had been limited prior to the 2020 pandemic. Purpose: In this study, the experiences, perceptions, and teaching strategies of university chemistry teachers in the Philippines have been explored during the transition of their instruction to emergency remote teaching at two timepoints during the COVID-19 pandemic. Sample: Data were collected in the form of survey responses from 139 participants representing 35 universities and colleges across the nation. Results: No strong relationships were found between participants' experiences and their academic rank, length of service, or institution type, suggesting university chemistry teachers took similar approaches to quickly adopt and adapt available technologies to deliver the required curriculum. Since the Philippines continues to struggle to establish a robust infrastructure to promote online and technology-enhanced learning, participants had to devise pedagogies and practices that would allow accessible learning experiences for their students by curating online tools that would require minimal bandwidth and low internet data consumption. Using abductive methodology, the Community of Inquiry (CoI) framework was employed as a guide in interpreting university chemistry teachers' experiences and perceptions about their implementation of emergency remote teaching using online technologies. Whilst participants had limited prior experiences in employing online learning pedagogies, key elements of the CoI framework became apparent through the new technologies and practices implemented by university chemistry teachers which fostered teaching presence, cognitive presence, and social presence. [ABSTRACT FROM AUTHOR]

Background: In recent years, the use of virtual reality (VR) environments for education has gained interest in research and education. However, little is known about the potential of social VR environments for collaborative learning. Objectives: This study explores pre‐service teachers' (PSTs') collaborative learning and role‐based drama activity, focusing on their self‐created fictional avatar characters and their experiences of presence while working on a group‐based virtual drama activity. Methods: PSTs' course on environmental storytelling was used as the context of the study, in which they worked in small groups in a VR environment (AltspaceVR) from the desktop computers due to COVID‐19 restrictions. Qualitative research data were collected via questionnaire (N = 15). The data were analysed using a community of inquiry model to explore the PSTs' experiences of online presence. Results and conclusion: The results showed that the PSTs' experienced creating and acting as virtual characters as meaningful and engaging activities, and elements of presence were manifested in their reflections. Based on this case study, it can be concluded that the interactive virtual drama activity has the potential to foster the experience of presence in online learning. Lay summary: What is currently known about this topic?: In recent years, the use of VR environments for education has gained popularity.Research on VR has focused more on learning outcomes than on the actual learning process. What does this study add?: The experiences of presence of PSTs were explored in a virtual drama activity.Creating and acting as virtual characters were experienced as meaningful and engaging activities.All elements of presence were experienced, especially technical managerial presence. Implications for practice/ or policy: Fostering the experience of presence can support meaningful online learning experiences.Implications for the implementation of virtual drama in teacher education are discussed. [ABSTRACT FROM AUTHOR]

As Ph.D. education continues to evolve, hybrid programs have gained popularity by offering flexibility and accessibility to diverse student populations. However, a critical gap exists in understanding how students develop and maintain academic relationships and scholarly community in these environments. Specifically, research has not sufficiently addressed how peer relationships, social presence, and academic community evolve in hybrid Ph.D. programs. This qualitative study examines how graduate students experienced a hybrid instructional technology Ph.D. program at an R1 university through the lens of the Community of Inquiry (CoI) framework. Seventeen current and former students completed an open-ended survey, revealing four main themes: (a) a flexible, accessible program supporting degree completion; (b) self-direction as crucial for the rigorous hybrid curriculum; (c) a collaborative peer community enhancing motivation and academic progress; and (d) consistent faculty guidance is critical for meeting program demands. Participants valued the program's flexibility while emphasizing the importance of self-motivation and organization. Peer connections provided essential support, although limited interaction could hinder engagement. Faculty responsiveness proved essential for navigating complex program challenges. Recommendations include developing flexible curricula, fostering planned peer interaction, supporting self-directed learning skills, and ensuring consistent faculty guidance. These findings can inform hybrid Ph.D. program design to better support academic community development and enhance student success. [ABSTRACT FROM AUTHOR]

Blended learning is increasingly favoured by universities with different effects. The research on the impact of learning performance has become one of the important topics. In this paper, three kinds of presences of community of inquiry and self-efficacy are used to explore the influence mechanism of blended learning performance. Structural modelling analysis of an online survey data completed with 216 students who had participated in blended learning. The results indicate that teaching presence has a great influence on the prediction of learning performance. In addition, there is a positive correlation between teaching presence and cognitive presence and social presence. Furthermore, cognitive presence and social presence are both positively correlated with learning performance. In particular, self-efficacy plays a moderating role in the relationship between teaching presence and cognitive presence and social presence, respectively. General principles are derived from these findings and their application to blended learning is discussed. [ABSTRACT FROM AUTHOR]

This study extends the community of inquiry (CoI) framework and empowerment theory by exploring the relationships between motivational variables, CoI variables, learning presence, and empowerment. We added motivational beliefs (growth mindset, self-efficacy, and task value) as associated variables and learning presence (online self-regulation) as a mediator and examined their contribution to students' cognitive presence and empowerment. The participants were 539 junior middle-school students in rural China who had acquired significant online learning experience as a result of the COVID-19 pandemic. The results showed that motivational variables were associated with students' social presence and online self-regulation, which in turn related to their cognitive presence and empowerment in the online learning environment. Growth mindset and self-efficacy also exhibited a significant correlation with students' cognitive presence. There was a positive correlation between cognitive presence and empowerment. We also found teaching presence has a positive association with social presence but a negative association with online self-regulation. Our research provides a more comprehensive explanatory model of online instruction and student empowerment by introducing the elements of motivational beliefs and learning presence to the CoI framework. [ABSTRACT FROM AUTHOR]

When the COVID-19 pandemic began, many educational platforms were customized to replace the traditional classroom. Similarly, Google Meet is widely recognized as a leading virtual platform; nevertheless, for those without access to online learning, Google Meet appears to be a support platform for distance learning. Furthermore, the use of Google Meet to create an online learning community has not been extensively studied in Vietnam. This study aims to examine how students perceive Google Meet as an online learning community. A semi-structured interview and a 5-point Likert scale questionnaire were used to combine quantitative and qualitative methods. The study involved 294 students from a private school in Vietnam who were familiar with Google Meet. The results showed that in terms of teaching presence (TP), social presence (SP), and cognitive presence (CP), most university students were positive about using Google Meet to create an online learning community. To help English language learners create a dynamic online learning community, challenges and solutions were also listed for fostering an online learning community when using Google Meet for distance education. [ABSTRACT FROM AUTHOR]

Synchronous online courses (SOC), enabling real-time interaction, have become increasingly prevalent in higher education, particularly during emergency remote teaching (ERT). This surge in online education raised questions about how student engagement, a crucial factor for the quality of higher education practices, was achieved during ERT. To address these questions and offer insights into effective practices for fostering student engagement in SOC, this study explores the experiences of undergraduate students and instructors during ERT. While a substantial body of literature addresses student engagement, there is a gap in studies that comprehensively synthesize effective practices to engage undergraduate students in SOC across various departments. Therefore, the present study seeks to bridge this gap. Insights were gathered through semi-structured one-on-one interviews and a focus group with ten instructors and fifteen students across diverse departments and universities. The study findings unveil effective strategies and practices to promote student engagement in SOC. These strategies closely align with the elements of teaching, social, and cognitive presence within the Community of Inquiry (CoI) framework, emphasizing interaction-based pedagogical practices and the role of emotional communication in SOC. The study not only provides valuable strategies for enhancing student engagement during crises but also highlights their relevance in normal times. [ABSTRACT FROM AUTHOR]

Objective Study Setting and Design Data Sources and Analytic Sample Principal Findings Conclusions To ascertain how an instrumental variables (IV) model can improve upon the estimates obtained from traditional cost‐of‐illness (COI) models that treat health conditions as predetermined.A simulation study based on observational data compares the coefficients and average marginal effects from an IV model to a traditional COI model when an unobservable confounder is introduced. The two approaches are then applied to real data, using a kinship‐weighted family history as an instrument, and differences are interpreted within the context of the findings from the simulation study.The case study utilizes secondary data on type 2 diabetes mellitus (T2DM) status to examine healthcare costs attributable to the disease. The data come from Utah residents born between 1950 and 1970 with medical insurance coverage whose demographic information is contained in the Utah Population Database. Those data are linked to insurance claims from Utah's All‐Payer Claims Database for the analyses.The simulation confirms that estimated T2DM healthcare cost coefficients are biased when traditional COI models do not account for unobserved characteristics that influence both the risk of illness and healthcare costs. This bias can be corrected to a certain extent with instrumental variables. An IV model with a validated instrument estimates that 2014 costs for an individual age 45–64 with T2DM are 27% (95% CI: 2.9% to 51.9%) higher than those for an otherwise comparable individual who does not have T2DM.Researchers studying the COI for chronic diseases should assess the possibility that traditional estimates may be subject to bias because of unobserved characteristics. Doing so may be especially important for prevention and intervention studies that turn to COI studies to assess the cost savings associated with such initiatives. [ABSTRACT FROM AUTHOR]

In response to the new policy of English department, the internship program has been shifted to virtual programmes. As part of this initiative, the university has collaborated with other educational sectors to offer a virtual English as a Foreign Language (EFL) internship programme aimed at training individuals as EFL teachers. The aim of the study was to investigate student perceptions of dynamic social structures and communities of practice in technologically mediated environments, particularly in relation to virtual internships. The authors recognised a gap in research regarding how EFL students create meaningful learning experiences and how they build their practical knowledge in mediated communication environments. Quantitative and qualitative research methods were used. 50 students comprised the study subjects. The data were collected from multiple sources: interviews, students' reflections, and community of inquiry and practice survey instruments. The findings revealed that an unprepared virtual environment led to social anxiety and challenges related to real-world work experience. The study suggests that evidence-based interventions in technologically mediated, virtual learning environments can help to resolve study findings with this goal: fostering a sense of belongingness and community that can promote effective remote interactions between learners and their teachers to ensure that internships serve students best. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic imposed a quick change to online teaching and learning, emphasising the importance of the community of inquiry (CoI) framework in reimagining the quality of higher education in an online setting. In the study reported on here I focused on how lecturers adopted the CoI to enhance the quality of online learning and teaching of a research module. Additionally, it examines the extent to which students experienced the 3 key presences within the CoI framework, namely the teaching, social and cognitive presence during online teaching and learning of the research module. I employed a design-based research (DBR) approach, focusing on teachers studying B.Ed. Hons. part time. Data were generated through a CoI survey and students’ reflections. The findings reveal that the lecturer’s use of diverse instructional strategies resulted in students experiencing a higher level of teaching presence, a varied range of social presence, and a high level of cognitive presence. These high levels of cognitive and teaching presences could suggest the enhancement of online learning and teaching within the research module. [ABSTRACT FROM AUTHOR]

Philosophy programs for children have an important position in developing cognitive skills in children. This study focuses on how philosophy can be used effectively in helping children think inquisitively, creatively and critically, starting from early childhood. The importance of the research stems from the fact that it holistically addresses the methods that can be used to develop thinking skills through philosophy and includes original examples enriched with different activities for early childhood. In this regard, an attempt has been made to present a holistic perspective that takes into account the diversity of activities in early childhood education programs and the developmental needs of the child. In this study, it was concluded that philosophy programs for children will contribute to the child's development in many aspects such as being able to produce thoughts around ethical values, building selfconfidence by participating in a community of inquiry, and treating others with care. [ABSTRACT FROM AUTHOR]

Online learning became more commonplace all over the world in the post-pandemic era; however, the research on how to promote Online Persistent Learning (OPL) was still in its infancy. Therefore, this study aimed to analyse the influencing factors of Online Persistent Learning Supported by Intelligent Technology (OPLSIT) based on the dimensions of user's stickiness, dispositional trust and learning satisfaction. The Partial Least Squares Structural Equation Model (PLS-SEM) method was used to analyse data collected from 385 students who experienced online learning supported by intelligent technology (OLSIT). The results showed that learning satisfaction has a significant positive impact on OPL. In addition, user stickiness and dispositional trust were also two important predictors of OPL. Learning intention, social presence and cognitive presence were positively correlated with learning satisfaction, which indirectly and positively influence OPL. Technology anxiety had a negatively impact on learning satisfaction, which indirectly and negatively affected the OPL. Therefore, suggestions that enhance OPLSIT were put forward from the perspectives of teaching presence, cognitive presence, social presence, emotional presence, learning intention and dispositional trust and user stickiness for the design and development of intelligent online learning tools. [ABSTRACT FROM AUTHOR]

With the growth of cultural diversity in online higher education, this qualitative research aimed to investigate instructors' perceptions, practices, and challenges of increasing cultural presence in online course design and delivery. Seventeen instructors with different disciplinary backgrounds, online teaching experiences, titles, and ranks participated in semi-structured interviews. The research findings showed that instructors experienced multifaceted opportunities and challenges while developing culturally inclusive online learning environments. Four themes emerged regarding their perceptions and practices, including (1) cultural sensitivity and intersectionality in learner analysis and empathy, (2) developing culturally responsive online learning experiences, (3) humanizing online instruction for relationship and community building, and (4) decolonizing power dynamics to advance divergent voices and thinking. Instructors also encountered some difficulties and barriers: (1) the complexity of online instruction, (2) the lack of organic socioemotional connection, (3) the heavy workloads, and (4) the limitations of resources and support tailored to online learners. [ABSTRACT FROM AUTHOR]

Traditionally, education has been largely delivered in an in-person format; however, an increasing number of courses are being delivered entirely online or with a blend of online and in-person components. These formats differ along various dimensions, such as the quantity and quality of interpersonal interactions and connections, which will likely lead to different student experiences. Using a sample of 200 undergraduate student responses from an online survey, we compared five different course formats (in-person, synchronous online, asynchronous online, blended with alternating weeks and blended exam only) on students' perceptions of various elements of their learning environment, including teaching presence, cognitive presence, social presence, sense of community and teamwork. A between groups ANOVA demonstrated significant differences for seven of the eight variables examined. In each case, the in-person format was rated the most positively and the blended exam only format tended to receive the poorest ratings. Overall, our results suggest that live interaction among students, and between students and instructors, whether it is from an in-person format or a blended alternating format, appears to be linked to more positive perceptions of the social learning environment. [ABSTRACT FROM AUTHOR]

In this paper, we set out a collaborative autoethnographic account of our reflective journey to deeper understandings of open, distance and e-learning (ODeL) through enrolling, participating and completing the first module in a course on technology-enhanced learning (TEL). As authors, we both enrolled for the course for different reasons. The course was offered by an outside institution, as part of capacity building at our university. The course, conducted fully online, was highly interactive and participatory. Through our participation, collaboration, reflection and experiences in the first module of the course, we were encouraged to develop written definitions of 'distance education' (DE) and 'technology-enhanced learning' (TEL). Our approach to studying our definitions was analytic, even though we were both participants and researchers. The analysis was based on the Community of Inquiry framework. Our findings reveal that our definitions evolved to include deeper, more complex, more comprehensive notions of DE and TEL. The analysis also revealed an unfolding of the definitions within our own contexts. We recommend that professional development of ODeL practitioners and stakeholders take place through being a student in an active, collaborative ODeL environment to enhance take-up practices. [ABSTRACT FROM AUTHOR]

This study explored the complex dynamics of student engagement, community of inquiry, and transactional distance in online learning environments. The study analyzed 1,281 participants' responses to identify the factors contributing to online learning outcomes. The research highlighted the crucial role that transactional distance and community of inquiry play in shaping students' behavioral engagement and provided insight into their significant impact on participants' learning experience. Through a stepwise multiple linear regression analysis, the research uncovered the complex relationships among these variables, thereby providing valuable insights for educators and institutions aiming to enhance the online learning experience. The results have significant implications for educational practitioners and policymakers, including practical strategies to increase student engagement and foster a lively community of inquiry in online learning environments. Ultimately, this research is a valuable resource for all those involved in online education, to help them understand the key factors that contribute to successful online learning experiences. [ABSTRACT FROM AUTHOR]

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Purpose: The current study investigates the factors influencing graduates' perceived employability by utilizing the stimulus-organism-response theory, in the post pandemic era. Design/methodology/approach: A quantitative approach was employed to examine the hypotheses of the research framework through partial least squares structural equation modelling (PLS-SEM) on the SmartPLS software. Findings: The result indicates that course structure has a positive effect on students' grit and community of inquiry (CoI). Also, students' grit and CoI have a positive relationship with students' performance, while students' performance has a positive relationship with perceived employability. Moreover, students' grit, CoI and students' performance sequentially mediated course structure and perceived employability, whereas readiness and self-directed learning strengthen the relationship between students' performance and perceived employability. Originality/value: The findings will benefit university management, government and potential employers on how confident the student is in the chances of a future career after graduating from a higher institution. [ABSTRACT FROM AUTHOR]

Many online courses use discussion forums to encourage active engagement and student-to-student interaction in online courses. However, discussion forum assignments often lack much of the structure, format, and accountability that is associated with high-quality student experiences and student-to-student interactions. This paper uses a classroom research model to introduce, develop, and evaluate Collaborative Keys for an undergraduate student population. We will share how the Collaborative Keys were revised to facilitate cooperative learning in an asynchronous online introductory statistics course. We modified an existing social constructivism framework, the Community of Inquiry, to evaluate the essential social elements of student interactions both before and after substantial revisions were made to the Collaborative Keys based on previous investigations. The changes were done to encourage and support student-to-student interactions through the use of group collaborations rather than a whole class collaboration, individual accountability through individual answers, and support for positive interdependence between students by having a shared goal of one final answer for the group. Our initial results suggest that students were more effectively connected with their groups members and social interactions were improved using a revised version of the Collaborative Keys.

Abstract In response to the new policy of English department, the internship program has been shifted to virtual programmes. As part of this initiative, the university has collaborated with other educational sectors to offer a virtual English as a Foreign Language (EFL) internship programme aimed at training individuals as EFL teachers. The aim of the study was to investigate student perceptions of dynamic social structures and communities of practice in technologically mediated environments, particularly in relation to virtual internships. The authors recognised a gap in research regarding how EFL students create meaningful learning experiences and how they build their practical knowledge in mediated communication environments. Quantitative and qualitative research methods were used. 50 students comprised the study subjects. The data were collected from multiple sources: interviews, students’ reflections, and community of inquiry and practice survey instruments. The findings revealed that an unprepared virtual environment led to social anxiety and challenges related to real-world work experience. The study suggests that evidence-based interventions in technologically mediated, virtual learning environments can help to resolve study findings with this goal: fostering a sense of belongingness and community that can promote effective remote interactions between learners and their teachers to ensure that internships serve students best.

A growing body of research has documented how gun violence can affect mental and physical health outcomes among adults. Likewise, the literature is also beginning to reveal negative psychological effects related to distress and hypervigilance and sociological implications around diminished community engagement and economic opportunity. However, there remains a need to fully explore the role of fear related to the experience of gun violence. Through a qualitative inquiry consisting of community resident focus groups and community leader interviews, this study examined how participants' perceptions of fear related to their exposures to and experiences of gun violence. The findings highlight the pervasive emotional experience of existing in a fearful, distressed, and/or anxious state within certain communities, and how civic disengagement, neighborhood disconnection, and economic disenfranchisement exist in communities that disproportionately experience violence. [ABSTRACT FROM AUTHOR]

This study was conducted to examine the implementation of online learning in distance education utilizing the Community of Inquiry (CoI) framework, as introduced by Garrison. The CoI framework consists of three core elements essential in implementing online learning: social presence, cognitive presence, and teaching presence. These components are crucial for the success of online learning modalities. This is due to the nature of online learning, where instructors and learners are not present at the exact location or time, necessitating a 'binding element' in the educational process to ensure effective management of learning activities. Consequently, this research involved distributing questionnaires to 317 participants enrolled in online courses at Universitas Terbuka Indonesia. The results obtained from this study were classified as high, indicating that all three CoI elements achieved high ratings. Specifically, the aspect of cognitive presence was dominated by resolution capabilities. In social presence, the open communication capacity scored higher than the affective and cohesive components. Meanwhile, facilitating discourse was rated higher in the teaching presence domain than instructional design, organization, and direct instruction. Based on these findings, it can be concluded that learning across these three aspects is considerably high in the students' online learning experiences. Abstrak Penelitian ini dilakukan untuk mengetahui bagaimana pembelajaran daring pada pembelajaran jarak jauh melalui pendekatan Community of Inquiry (CoI) framework yang diperkenalkan oleh Garrison. CoI memiliki tiga unsur yang menjadi perhatian dalam implementasi pembelajaran daring, yaitu social presence, cognitive presence, dan teaching presence. Ketiga unsur ini menjadi komponen penting dalam keberhasilan pembelajaran yang bersifat daring. Mengapa demikian? Karena pembelajaran daring adalah pembelajaran dimana antara pengajar dan peserta tidak berada pada tempat dan waktu yang bersamaan. Sehingga jika tidak ada “pengikat” dalam proses pembelajaran tersebut akan sulit untuk mengontrol pelaksanaan pembelajaran. Oleh karena itu, pada penelitian ini dilakukan penyebaran kuesioner kepada 317 peserta yang mengikuti perkuliahan pembelajaran daring di Universitas Terbuka Indonesia. Hasil yang diperoleh dari penelitian ini dalam kategori tinggi. Hal ini menunjukkan bahwa dari ketiga unsur CoI berada pada kategori tinggi, sspek cognitive presence didominasi oleh kemampuan resolution. Pada aspek social presence kemampuan open communication tinggi dibandingkan affective dan cohesive. Sedangkan pada aspek teaching presence facilitating discourse memiliki nilai lebih tinggi dibandingkan instructional design and organization dan direct instruction. Berdasarkan data tersebut dapat disimpulkan bahwa kehadiran pembelajaran dari ketiga aspek tersebut cukup tinggi dalam pembelajaran daring yang dialami oleh siswa. Kata Kunci: community of Inquiry; evaluasi pengalaman belajar mahasiswa; pembelajaran daring

AbstractThis study explores cognitive presence (CP) during remote learning by applying content analysis to English language learners’ (ELLs) asynchronous video discussions. The study draws on the framework of Community of Inquiry (CoI) and a four-phase inquiry called the Practical Inquiry Model (PIM). ELLs participated in weekly video discussions over the course of a semester using Flip, a video-based asynchronous computer-mediated communication (ACMC) tool. The data for this study include main reflection videos (N = 137) and peer-response videos (N = 153), and the content analysis provided an understanding to develop deeper learning and co-constructing meaning and knowledge. The findings offer a critical reflection on using asynchronous video discussion for co-constructing knowledge and enhancing social interaction. [ABSTRACT FROM AUTHOR]

The significance of higher-order thinking (HOT) is becoming increasingly prominent in the twenty-first century, as reflected in the framework of most recent competency models. Blended learning models are universally recognized as promising endeavors to promote learners' HOT in the contemporary higher education field. To ensure that such learning models function as intended, a thorough and systematic study is required to determine the variables that most influence learners' development of HOT in a blended learning environment. A sample of 422 Chinese vocational college students with blended learning experience completed a survey in which their perceptions of teaching presence, social presence, self-regulated learning (SRL), information and communication technology (ICT) self-efficacy, and HOT were measured. Structural equation modeling (SEM) revealed that students' SRL directly and significantly influenced their HOT in a blended learning environment. Furthermore, teaching presence, social presence, and ICT self-efficacy all indirectly affect HOT through their impact on SRL. Based on these findings, this study recommends that instructors teaching in a blended learning environment should focus on improving learners' SRL abilities, social interaction techniques, ICT competencies, and teaching presence to help learners develop HOT. [ABSTRACT FROM AUTHOR]

In online STEM courses, self-regulated learning (SRL) serves a critical role in academic success because students are required to monitor and regulate their learning processes. Yet, relatively little research has investigated which and to what extent do SRL strategies contribute to students' online learning experiences. In this paper, with a lens of the Community of Inquiry (CoI) framework (Garrison et al., 2001), we investigated which students' SRL strategy use predicts three elements of the perceptions of CoI: teaching, social, and cognitive presences. Our sample included 278 undergraduate STEM students who enrolled in a self-paced online course teaching the introductory level of calculus. A Multiple Indicator-Multiple Cause (MIMIC) analysis was employed to investigate the SRL predictors that affect three elements of CoI. Prior to MIMIC analyses, we confirmed the dimensionalities of the SRL and the perceptions of CoI, respectively, through a series of confirmatory factor analyses (CFAs). The MIMIC analysis revealed that environmental structuring and help-seeking affected teaching presence. Social presence was predicted by goal setting and self-evaluation through peers, whereas environmental structuring, time management, and self-evaluation through peers predicted cognitive presence. The findings of this study provide new empirical evidence on the different roles of SRL in promoting three elements of the perceptions of CoI. Academic and practical implications of the findings of the study were discussed. [ABSTRACT FROM AUTHOR]

This manuscript examines multimodal storytelling as community inquiry for an urban high school class of 30 first‐ and second‐generation bi/multilingual immigrant students, most of whom maintained transnational connections. We share how these students, in an A.P. Research class, engaged in community‐based inquiry and utilized various multimodal artifacts from a university cultural heritage collection, including a field trip to the cultural heritage archives, to analyze signs and symbols. We asked: How did students engage with semiotic resources and approaches to support inquiry about their school and neighborhood communities? Findings showed that students drew upon their linguistic and cultural experiences to analyze signs and symbols, yet in their digital storytelling presentations some student groups chose signs and symbols that reified stereotypical views of their neighborhood despite their insider status in the local community. We offer recommendations for using cultural heritage artifacts to advance multimodal meaning‐making in teaching and research. [ABSTRACT FROM AUTHOR]

This paper aims to identify possible actions universities can undertake to promote Insider Action Research (IAR) in a Doctor of Business Administration (DBA) program. DBA programs are an ideal setting for senior managers with intellectual curiosity willing to bridge the gap between academia and industry. These practitioner-scholars can benefit from using IAR, a methodology that fosters rigorous knowledge creation and practical relevance of management research conducted within the researcher's own company or industry. We conducted a series of semi-structured interviews with a sample of senior executives enrolled in a DBA program at a Spanish university. This sample gave us an ex-ante perspective of practitioner-scholar perceptions of the methodology's suitability and the four challenges to IAR identified in the extant literature (pre-understanding, role duality, managing ethics and politics, and community of inquiry). Based on the insights derived from these interviews, this paper proposes a series of actions universities can undertake to promote IAR in the context of a DBA, organized around three axes: education and training, the role of the dissertation advisor and other faculty, and communication. In this manner, we contribute to closing the gap between industry and academia. We also provide empirical evidence, analysis, and nuances of the interviewee's perceptions of the abovementioned challenges. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has seen rapid advancements, establishing itself as a robust tool for fostering accessible teaching and learning environments. Nevertheless, the efficacy of these intelligent learning settings in bolstering the engagement and learning outcomes for students with hearing impairments warrants further investigation. This research leveraged Design-Based Research (DBR) to iteratively refine intelligent learning environments, while also adopting the Community of Inquiry (COI) and Technology Acceptance Model (TAM) to assess classroom presence and perception among students with hearing impairments. The results revealed notable enhancements in teaching presence, cognitive presence, social presence, and overall perception within intelligent learning contexts for hearing-impaired students. Additionally, their understanding of abstract and ill-structured knowledge significantly improved. Such findings offer valuable insights for the design of inclusive teaching and learning environments in special education. [ABSTRACT FROM AUTHOR]

The great hope of dialogical pedagogy such as the Community of Philosophical Inquiry (CoPI) as advocated for by practitioners of philosophy for and with children (P4C) was to cultivate critical thinkers who would be guided by epistemic and moral virtues in their engagement with one another in an effort to uncover truth. And, further, that those democratic citizens could then take these newly honed skills out into the public square and enact good decision-making in their lives. The focus on equality and inclusion, with a respect for diversity of thought and opinion, guided a sense that every participant should feel as though they 'belong', and were free to engage in dialogue with others as equals. And yet, the question about how we might ensure the CoPI is a space in which everyone can meaningfully contribute is forefront in my mind. In this paper, I will focus on what might limit dialogue by explicating three main issues which I call 'paying lip service', 'existing power dynamics' and 'the transfer problem'. I will see if I can respond to these in order to ultimately affirm the role for dialogical pedagogy to support radical listening and genuinely inclusive dialogue. [ABSTRACT FROM AUTHOR]

To equip students with 21st century skills to be competent global citizens and succeed academically and professionally, information and communication technology tools are being utilized to facilitate deep learning in higher education. This study integrated a small private online course (SPOC) with face-to-face (F2F) classroom learning to design and implement a blended English as a foreign language (EFL) course for deep learning. A mixed-method design was employed to investigate the learning experiences and perceptions of EFL students in the SPOC-based blended learning (BL) environment. The primary objective was to examine whether and how the teaching, social and cognitive presences were established from the perspective of the community of inquiry (CoI) model. Participants were 60 students enrolled in an eight-week English communicative course in a Chinese college. Quantitative data was obtained from the CoI and BL surveys, while qualitative data was gathered through individual interviews with 10 students. The results showed that a CoI was established, and deep learning happened in both SPOC and F2F learning areas with a more salient teaching presence in the SPOC area, a stronger social presence and a higher frequency of resolution phase reached in the F2F area. Furthermore, learners expressed satisfaction with the BL course, perceiving it as effective for English language acquisition. Pedagogical implications were offered to assist educators and institutions in optimizing the use of SPOC-based BL to enhance deep learning. [ABSTRACT FROM AUTHOR]

This article reports on an exploratory case study that applied the Community of Inquiry framework in the K-12 Philippine setting, where there are limited studies on blended learning interactions and experiences. The study examined blended learning interactions across three schools in the Philippine K-12 system to investigate the following: (1) what is the nature of interactions in the blended learning classes? and (2) how do the interactions indicate learning communities as outcomes of blended learning? A mixed method approach to data collection was undertaken, which included student surveys, focus group discussions, teacher interviews, and class observations. The constant comparative analysis uncovered thick descriptions of blended learning interactions. Findings uncovered three themes on blended learning across levels of interactions within the Community of Inquiry presences: (i) best of both worlds, (ii) learning anytime and anywhere, and (iii) learning with technology. Descriptive statistics indicated high mean ratings across the presences, revealing positive experiences afforded by the use of various technologies and social media. The study concluded that learning communities are an outcome of blended learning interactions. A Developmental Model for K-12 Blended Learning Communities was recommended to inform teacher professional development on pedagogies and practices supportive of learning community building in contexts where blended learning may continue to thrive. [ABSTRACT FROM AUTHOR]

This study examines the assessment literacy of university-based student teaching supervisors in a teacher education program. The first author engaged in an inquiry community with three supervisors from the program. Using the four dimensions of the Approaches to Classroom Assessment Inventory (ACAI) framework, we sought to expose the specific phenomena of supervisors' articulation of the ACAI dimensions of assessment literacy. We organized our findings around the dimensions: assessment process, assessment product, assessment fairness, and assessment theory. We found that supervisors expressed multiple dimensions of assessment within their inquiry community meeting discussions and interviews and expressed varied knowledge and prioritization of each dimension. We also found that supervisors did not discuss the dimensions of the ACAI in isolation, instead, they illustrated the complex interplay among assessment and other pedagogical constructs. These findings provide an initial contribution to the literature on supervisors' assessment literacy, which could inform research and practice. [ABSTRACT FROM AUTHOR]

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High dropout rates in online courses, caused by potential factors such as financial issues, low motivation and poor self‐regulation among learners, pose a significant challenge to the sustainable development of online education. Therefore, continuance of online courses has become a critical topic in both the academic and practical fields. By combining the Community of Inquiry framework (CoI) with Expectation‐Confirmation Theory, this study introduces three new constructs—confirmed teaching presence (CTP), confirmed cognitive presence (CCP) and confirmed social presence (CSP)—into the research model to understand how confirmed expectations towards CoI determine online learners' course continuance intention. Utilizing a mixed‐methods approach, the study conducted quantitative analysis on 409 learner surveys using partial least squares (PLS), followed by semi‐structured interviews, which revealed the depth and breadth of the confirmed CoI expectations on learners' willingness to continue learning. Specifically, the quantitative results uncovered the differential effects of CTP, CCP and CSP on learners' course continuance intentions by elucidating the internal mechanisms. The interviews provided deeper insights by illuminating online learners' initial expectations as well as their pre‐course and post‐course expectations. The findings of the study not only provide evidence of the crucial role of confirmed expectations in shaping online learners' course continuance intention but also offer actionable recommendations for improving online course design and fostering lifelong learning. Practitioner notes What is already known about this topic Online courses have expanded in scale and attracted a large number of learners in recent years, the large base of online learners has brought tremendous and unprecedented challenges to online course development. A high dropout rate is especially considered as a severe issue for online course development. The issue of learners' continuance intention was often explored from a technological perspective and at the platform level by using Information system (IS) theories. The community of inquiry (CoI) framework was extensively utilized as a theoretical basis for understanding online learning experiences and its three elements—teaching, cognitive and social presences—have long been deemed as major antecedents that influence learners' online learning behaviours and intentions. What this paper adds This paper integrated the community of inquiry (CoI) framework with Expectation confirmation theory and proposed three new variables: confirmed teaching presence (CTP), confirmed cognitive presence (CCP) and confirmed social presence (CSP). The study reveals the internal mechanisms by which the three confirmed expectations impact online learners' courses continuance intention. This implies that different confirmed expectations may have varying effects on online learners' learning behaviour. This research collects data from multiple sources to comprehensively explore online learners' expectations and perceptions. It also sheds light on the importance of learners' actual participation in the learning process for predicting their behavioural intentions. Implications for practice and/or policy The finding that learners' confirmed expectations impact their online course continuance intention conveys an important message to course practitioners: exaggerated or false claims for the online course must be avoided to prevent students from forming unrealistic expectations. Improving online learners' course completion rate cannot be hinged upon simply and blindly fostering and extending the three presences. Instead, knowing learners' confirmed expectations of the three presences allows course practitioners to reconsider and organize the important course elements. The research reveals the distinct role that each confirmed presence plays in promoting online learners' course continuance intention and, meanwhile, expands the understanding of learners' learning needs and experiences. Practitioners could make timely and appropriate strategies based on these to better motivate course learners' engagement and retention. What is already known about this topic Online courses have expanded in scale and attracted a large number of learners in recent years, the large base of online learners has brought tremendous and unprecedented challenges to online course development. A high dropout rate is especially considered as a severe issue for online course development. The issue of learners' continuance intention was often explored from a technological perspective and at the platform level by using Information system (IS) theories. The community of inquiry (CoI) framework was extensively utilized as a theoretical basis for understanding online learning experiences and its three elements—teaching, cognitive and social presences—have long been deemed as major antecedents that influence learners' online learning behaviours and intentions. What this paper adds This paper integrated the community of inquiry (CoI) framework with Expectation confirmation theory and proposed three new variables: confirmed teaching presence (CTP), confirmed cognitive presence (CCP) and confirmed social presence (CSP). The study reveals the internal mechanisms by which the three confirmed expectations impact online learners' courses continuance intention. This implies that different confirmed expectations may have varying effects on online learners' learning behaviour. This research collects data from multiple sources to comprehensively explore online learners' expectations and perceptions. It also sheds light on the importance of learners' actual participation in the learning process for predicting their behavioural intentions. Implications for practice and/or policy The finding that learners' confirmed expectations impact their online course continuance intention conveys an important message to course practitioners: exaggerated or false claims for the online course must be avoided to prevent students from forming unrealistic expectations. Improving online learners' course completion rate cannot be hinged upon simply and blindly fostering and extending the three presences. Instead, knowing learners' confirmed expectations of the three presences allows course practitioners to reconsider and organize the important course elements. The research reveals the distinct role that each confirmed presence plays in promoting online learners' course continuance intention and, meanwhile, expands the understanding of learners' learning needs and experiences. Practitioners could make timely and appropriate strategies based on these to better motivate course learners' engagement and retention. [ABSTRACT FROM AUTHOR]

Historically marginalized youth shape public life through civic literacies that are rooted in their identities and experiences with systemic injustices. Literacy scholarship has accordingly traced how practitioner inquiry, a participatory approach to knowledge production, can educationally support the flourishing of these literacies. But while marginalized youth negotiate public life across multiple national contexts of inequality, this research has remained mostly nation‐bound. This paper extends prior scholarship in a comparative, cross‐national direction by exploring how, in a virtual transnational practitioner study, two urban migrant girls based in the United States and India—multiply marginalized youth from two of the world's largest and most unequal democracies—engaged in democratic meaning‐making. Tracing how youth took up learning invitations across two separate inquiry communities and one‐on‐one conversations with the teacher‐researcher, it foregrounds their civic place literacies: that is, their meaning‐making practices which reflected how their intersectional identities in their democratic communities shaped, too, their socio‐spatial navigations of those contexts. Tracing two themes related to girls' civic place literacies across India and the United States, the article concludes with implications for how future research and praxis can center urban migrant girls' civic place literacies, agency, and resistance across borders. (WC = 203). [ABSTRACT FROM AUTHOR]

Synchronous videoconferencing has been chosen as a platform for conducting online courses after the outbreak of the COVID-19 pandemic. However, its acceptance has yet to be explored from interactive and cognitive aspects. This study aims to investigate factors influencing students' acceptance of the online learning platform- Tencent Meeting/VooV Meeting, extending the UTAUT model by adding community of inquiry and collaborative learning constructs as external factors. A total of 1058 participants' responses were collected in the autumn semester of 2022, and the survey results were analyzed using structural equation modeling. The results show that most of the influencing factors proposed in the extending UTAUT model apply to Tencent Meeting. Specifically, performance expectancy, social influence, and cognitive presence can positively and significantly predict behavioral intention in using Tencent Meeting for online courses at the 0.001 level. Facilitating conditions and behavioral intention are both determinants of usage behavior. Teaching presence and collaborative learning can positively predict cognitive presence, which is the most influential factor of behavioral intention, indicating that collaborative learning and cognitive presence should be vital considerations in promoting the usage of online learning platforms. The present study expands upon our comprehension of the determinants that impact the utilization of Tencent Meeting, thereby offering recommendations for the development of online platforms according to the cognitive and interactive necessities of students. Instructors may contemplate the creation of online exercises that necessitate higher levels of collaboration to enhance student engagement and encourage cognitive presence, addressing students' cognitive developmental demands in a supportive manner. This study is limited to the number of selected variables used to explicate the adoption of Tencent Meeting by users with the aid of UTAUT and the community of inquiry framework. It is anticipated that subsequent research may expand upon the array of variables under consideration, such as task-technology fit, usage habits, and information technology competence. The respondents surveyed primarily comprised individuals affiliated with Chinese language universities, with an imbalanced gender distribution, and an over-representation of liberal arts majors. Thus, the generalizability of the research could be impeded. Therefore, to augment the external validity of the study, future research may collect data from various educational levels and cultural backgrounds to corroborate the research outcomes. [ABSTRACT FROM AUTHOR]